A Study on the Role perceptions, professional competencies in special education, and role performances of School Counselors in College Resource Room

• Main Authors: Hsu, Wen-Hua, 許紋華
• Other Authors: Wang, Chih-Hung
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/3av2aa

博士 === 國立彰化師範大學 === 教育研究所 === 105 === The purpose of this study was to explore the relations among school counselors role perceptions, professional competencies in special education, and role performances in college resource room, as well as to analyze the differences between professional competencies in special education and role performances. Finally according to the results of this study, some suggestions were made for the educational administration, colleges and future researchers in this field. In order to get the purpose, quantity and quality research methods were both used in this study. In quantitative research, the population of this study was school counselors searving in college Resource Room in Taiwan. By sending questionnaires to 205 school counselors, deleting uneffective questionnaires, 200 effective questionnaires were left. The effective ratio was 96%. Means, Standard deviation, Pearson’s product-moment correlation, dependent sample T value test, and General Linear Model used as statistic tools to analyze the data gathered by the questionnaires. In qualitative research part, Semistructured interviewing with five senior school counsels serving in College Resource Room was used as the means of gathering data. And the data were further catagrorized, inductive reasoned, and analyzed, the results as follows: 1. The highest degree of school counselors role performances in college resource room was “the perception of administration and plan”, and the lowest was “the perception of diagosis and evaluation”. The highest degree of school counselors’ professional competencies in special education was “counsulting and coordinating”, and the lowest degree was “environmental plan and management”. 2. The types of colleges, professional background, and role identity in resource room in college resulted no difference on the role perception, professional competencues in special education and role performances. 3. Comparing between male and female school counselors, female school counselors were higher scores than male school counselors, especially in practicing guidance perception in life adjustment; and in professional competencies in special education, female school counselors got higher scores than male school counselors in practiced “environmental plan and management”. 4. The school counslors on seniority of three years the “practiced on diagnosis and evaluation” was significantly higher than the school counslors below seniority of two years; and the school counslors above seniority of nine years the “perception of practicing administration and plan”, and the “perception of practicing professional competencies in special education” got significantly higher scores than the school counslors below seniority of one year. 5. The role perception and role practicing as well as professional competencies in special education and role performances presented positive correlation. 6. Mention about the different backgrounds of school counselors in college Resource Room, at some background factors the ideal role perceptions and the perception at the practicing performance, the ideal professional competencies in special education and the practicing in professional competencies in special education, showed a little different owing to the different backgrounds. 7. The role orientation of school counselor in college Resource Room was like the center of coordinative resources, comformative resources, and transfer resources. 8. Seniority could be explained to drive division of labour based on specializeation, and professional dialogue, and promotional profession in an organization. 9. Administration support supplied professional support.